The effective administrator varies leadership styles in positive ways to gain staff members' support for organizational goals. (Author/JM)

Used Situational Leadership Theory to design and conduct two training courses for managers. Varied appropriate Situational Leadership styles during the course, according to students' task maturity. Found managers in the experimental groups (N=30) scored significantly higher on final examinations than controls. (Author/RC)

Studied effects of leader style and a group of people classified as either high-anxious or low-anxious. Measured participants' (N=71) responses to the leader styles using Galvanic Skin Response. Results indicated similar responses of participants to both autocratic and democratic leadership styles. (RC)

Leadership styles of cooperative education directors were studied as they interact with institutional and program organizational characteristics to influence program outcomes. Leadership and organization theory was investigated to derive measures which would identify empirically the perceived leadership style and organizational characteristics…

Reviews and organizes modern leadership theories. Notes the research supporting the main thesis of contingency theory and that effective leadership style is contingent upon situational factors. Characteristics of management training based on the contingency approach are identified. (Author/MLF)

Offers advice on ways superintendents can choose an effective assistant. (WD)

Profiles the principal of Terraset school in Reston (Virginia) and discusses the effects of her successful management of this model school for energy conservation. An adjacent article describes the design of the facility and resultant energy savings. (WD)

Presents the text of an interview with Chicano leader Bert Corona regarding his rhetorical style and the role of oratory in the Chicano movement and Chicano tradition. (JMF)

Three significant process relationships were found: (1) social power affected leader behavior; (2) group cohesiveness affected job satisfaction; and (3) job satisfaction affected intent to leave. Important nonsignificant findings also emerged: (1) leader behavior did not affect intent; and (2) group cohesiveness did not affect intent. (Author)

Individuals strongly motivated toward self-goals (achievement, power, independence) rather than other-directed goals (affiliation) apparently perceive their leader to be less active, particularly with regard to instrumental supervisory behavior. (Author)

Makes a case for leadership training for students and lists course objectives, including defining leadership, identifying situations for practicing leadership, analyzing and practicing leadership skills, and distinguishing among leadership styles. (Author/JM)

The contingency model of leadership was extended to investigate subordinate satisfaction. It was hypothesized that subordinate satisfaction with a leader would yield evidence of an interaction between leadership style and situational parameters. Results indicated moderate support for an extension of the contingency model formulation. (RC)

Presents results of two projects which focused on elected peer leaders of small group activities which were part of a university introductory psychology course. Data reveal differences between leaders and nonleaders. Information is also presented on relationships between leader behavior and team success, and personality traits of leaders. (KC)

Discusses the various problems involved in administering a foreign language department and suggests ways to unite the department in its institutional goals. (AM)